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Kakia A, Couper I. Preceptors' perceptions of assessing clinical associate students at district hospital sites. Afr J Prim Health Care Fam Med 2021; 13:e1-e8. [PMID: 34342478 PMCID: PMC8335760 DOI: 10.4102/phcfm.v13i1.2934] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/17/2021] [Revised: 04/27/2021] [Accepted: 04/29/2021] [Indexed: 11/01/2022] Open
Abstract
BACKGROUND Preceptors are key stakeholders in distributed health professions' education. They supervise students in the clinical setting to enable them to have a practical experience with patients, and they assess students' skills at the highest tier of clinical assessment. The university where this study was done conducts a distributed Bachelor of Clinical Medical Practice course on a distributed platform which is dependent on preceptors at the training sites. Understanding the perceptions of preceptors, as major stakeholders, regarding the student assessment they do will assist the faculty to provide better support and development that might be needed and assist in maximising the benefits of distributed training. AIM The aim of this study was to explore the perceptions of preceptors regarding assessing clinical associate students at district hospitals in the Bachelor of Clinical Medical Practice programme. SETTING The study was conducted at a rural university in the Eastern Cape province of South Africa. METHODS This was a qualitative study involving nine preceptors who were purposively selected from three district hospital training sites based on their involvement in assessing clinical associate students. Semi-structured interviews were conducted, recorded, transcribed and thematically analysed. RESULTS Four themes emerged from thematic analysis: assessment issues, preceptor issues, student issues and university support issues. Preceptors are committed and enthusiastic in training and assessing the clinical associate students but require input from the university in terms of training and ongoing support. CONCLUSION Lack of training threatens the validity of preceptor assessment. Academic institutions should train and support preceptors to enable them better to fulfil their roles.
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Affiliation(s)
- Aloysious Kakia
- Department of Family Medicine, Faculty of Health Sciences, Walter Sisulu University, Mthatha, South Africa; and, Centre for Health Professions Education, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town.
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Kendrick J, Beauchesne A, Lee YV, Corrigan S, Carr R. Conflict between Pharmacy Preceptors and Pharmacy Learners in Experiential Education. Can J Hosp Pharm 2021; 74:36-42. [PMID: 33487653 PMCID: PMC7801327] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
BACKGROUND The relationship between a preceptor and a learner is complex and can be prone to conflict. The issue of conflict in experiential education has been studied in medicine, nursing, social work, and education; however, conflict between pharmacy preceptors and learners has not been described. OBJECTIVE To describe types of conflict between pharmacy preceptors and learners, the outcomes of such conflict, the impacts on the preceptor-learner relationship, and conflict-resolution strategies. METHODS An anonymous electronic survey of pharmacist preceptors and pharmacy residents in British Columbia was conducted. The survey included various types of questions to enrich the quality of responses (e.g., Likert scale, ranking, and requests for comments). Descriptive statistics were used. RESULTS Forty-nine participants completed the survey from the preceptor's perspective, 12 from the learner's perspective, and 4 from both perspectives. Sixty percent of preceptors (32/53) and 75% of learners (12/16) admitted experiencing conflict. Preceptors (n = 27) cited the learner's professionalism (74%), knowledge/skills (59%), communication issues (59%), personal issues (56%), and punctuality/attendance (52%) as causes of conflict. Learners, however (n = 12), cited differing expectations (67%), teaching versus learning style preferences (50%), and communication issues (67%) as causes of conflict. The majority of preceptors and learners indicated that conflict had negatively affected the relationship; however, most preceptors (69% [18/26]) and learners (50% [6/12]) agreed or strongly agreed with the statement, "I have generally felt comfortable working with preceptors/learners after a conflict." More learners than preceptors felt that the learner's ability to perform was negatively affected by the conflict (92% [11/12] versus 52% [13/25]). Preceptors were more likely to take initiative to resolve conflict. Verbal communication was the method of conflict resolution preferred by both preceptors and learners. Most preceptors and learners indicated that they felt that conflicts were generally resolved. CONCLUSIONS Conflict was common in the pharmacy preceptor-learner relationship. Pharmacy preceptors and learners had different perspectives about the causes and outcomes of conflict.
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Affiliation(s)
- Jennifer Kendrick
- , BScPharm, ACPR, PharmD, is with the Pharmacy Department, Children's and Women's Health Centre of BC, and the Faculty of Pharmaceutical Sciences, The University of British Columbia, Vancouver, British Columbia
| | - Arielle Beauchesne
- , PharmD, ACPR, was, at the time of this study, a student in the Faculty of Pharmaceutical Sciences, The University of British Columbia, Vancouver, British Columbia. She is now a Year 2 Resident with Lower Mainland Pharmacy Services
| | - Yunji Valerie Lee
- , BScPharm, ACPR, was, at the time of this study, a Pharmacy Resident with Lower Mainland Pharmacy Services. She is now a Clinical Pharmacist with the Pharmacy Department of Providence Health Care, Vancouver, British Columbia
| | - Sue Corrigan
- , BScPharm, ACPR, PharmD, was, at the time of this study, the Residency Coordinator for Lower Mainland Pharmacy Services. She is now with the Pharmacy Department, Eagle Ridge Hospital, Port Moody, British Columbia, and retains her position with the Faculty of Pharmaceutical Sciences, The University of British Columbia, Vancouver, British Columbia
| | - Roxane Carr
- , BScPharm, ACPR, PharmD, is with the Pharmacy Department, Children's and Women's Health Centre of BC, and the Faculty of Pharmaceutical Sciences, The University of British Columbia, Vancouver, British Columbia
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Kantek F, Yesilbas H. Conflict in nursing studies: A bibliometric analysis of the top 100 cited papers. J Adv Nurs 2020; 76:2531-2546. [PMID: 32767598 DOI: 10.1111/jan.14463] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/04/2019] [Revised: 05/11/2020] [Accepted: 06/02/2020] [Indexed: 12/12/2022]
Abstract
AIM This study aimed to identify and investigate the main characteristics of the top 100 most cited studies on conflict in published in nursing category in the Web of Science database using bibliometric and social network analysis methods. DESIGN A retrospective bibliometric analysis was used. METHODS The study data were obtained from the Web of Science (WoS) database. The top 100 studies with the highest number of citations were included in the study. The study data were analysed with Excel and SPSS and they were visualized with VOSviewer. RESULTS It was concluded that the studies in the research were published in 38 different journals between 1974-2019 and they were conducted by 245 different authors from 24 different countries. It was further reported that the Journal of Advanced Nursing was the most productive journal and the USA was the most productive country. The most commonly used keywords were "nurse," "conflict," "nursing," "job satisfaction," "work-family conflict" and "ethical conflict." CONCLUSION The issue of conflict is a growing field of scientific study for nursing researchers. The quality of researches will be certainly enhanced in future with the studies published in journals with high impact factors. IMPACT The research of the top 100 most cited paper is a new and innovative bibliometric approach to understand nursing literature. There is very little information about the development, structure and characteristics of the existing mass of knowledge on conflict in nursing studies. The study findings establish a basis of information for planning further studies and providing guidance. In addition, this study provides researchers, scientific journals, institutions and countries with an opportunity to assess and compare their own performance in conflict literature in nursing studies. However, the fact that the most cited studies in the field of conflict in nursing is in demand by journals with high impact factor is a source of motivation for researchers studying in this field.
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Affiliation(s)
- Filiz Kantek
- Department of Nursing Management, Faculty of Nursing, Akdeniz University, Antalya, Turkey
| | - Hande Yesilbas
- Department of Nursing Management, Faculty of Nursing, Akdeniz University, Antalya, Turkey
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Effects of Trait Anger and Anger Expression on Job Satisfaction and Burnout in Preceptor Nurses and Newly Graduated Nurses: A Dyadic Analysis. Asian Nurs Res (Korean Soc Nurs Sci) 2019; 13:242-248. [DOI: 10.1016/j.anr.2019.09.002] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/06/2018] [Revised: 09/10/2019] [Accepted: 09/22/2019] [Indexed: 11/17/2022] Open
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L'Ecuyer KM, Hyde MJ, Shatto BJ. Preceptors' Perception of Role Competency. J Contin Educ Nurs 2018; 49:233-240. [DOI: 10.3928/00220124-20180417-09] [Citation(s) in RCA: 23] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/07/2017] [Accepted: 02/21/2018] [Indexed: 11/20/2022]
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Docherty MA, Foran KE, Burnett-Roy S, May S. Pair Scanning: Integrating the Student Sonographer Without Impacting Patient Care. JOURNAL OF ULTRASOUND IN MEDICINE : OFFICIAL JOURNAL OF THE AMERICAN INSTITUTE OF ULTRASOUND IN MEDICINE 2017; 36:1841-1849. [PMID: 28480533 DOI: 10.1002/jum.14229] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/08/2016] [Accepted: 11/18/2016] [Indexed: 06/07/2023]
Abstract
OBJECTIVES Ultrasound departments in Canada frequently reduce patient bookings to support student training, which impacts not only patient care but also revenue generation. Therefore, physicians and employers are reluctant to host student sonographers, and educational programs struggle to find sufficient clinical placements for their students. Two research questions were investigated: (1) Can a pair scanning technique effectively integrate the student sonographer into the workplace without impacting patient volumes? (2) Does the pair scanning technique prepare the student sonographer for entry-level practice faster than traditional practice? METHODS This research project was divided into 2 phases. The first phase used action research to develop the pair scanning protocol at a single site with a single preceptor and student. The second phase used a mixed methods approach to test the transferability of the pair scanning protocol across multiple sites, preceptors, and students. RESULTS In phase 1, the student sonographer performed a greater number of total examinations than the rest of her cohort (who were at different placement sites), and the higher performance of independent examinations by the student sonographer under the pair scanning technique was statistically significant [H(4) = 36.297; P < .01]. In phase 2, the pair scanning group and the control group performed equally, with no statistically significant differences. CONCLUSIONS The pair scanning protocol is effective at integrating the student sonographer into the work flow without impacting patient care. It prepares the student sonographer for entry-level practice equally with traditional practice and may be most effective with the weak to average student.
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Affiliation(s)
| | | | - Susan Burnett-Roy
- Canadian National Institute of Health, Ottawa, Ontario, Canada
- Medical Imaging Embrun-Casselman, Embrun, Ontario, Canada
| | - Samantha May
- Canadian National Institute of Health, Ottawa, Ontario, Canada
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Pront L, Gillham D, Schuwirth LWT. Competencies to enable learning-focused clinical supervision: a thematic analysis of the literature. MEDICAL EDUCATION 2016; 50:485-495. [PMID: 26995486 DOI: 10.1111/medu.12854] [Citation(s) in RCA: 37] [Impact Index Per Article: 4.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/13/2015] [Revised: 03/17/2015] [Accepted: 07/30/2015] [Indexed: 06/05/2023]
Abstract
CONTEXT Clinical supervision is essential for development of health professional students and widely recognised as a significant factor influencing student learning. Although considered important, delivery is often founded on personal experience or a series of predetermined steps that offer standardised behavioural approaches. Such a view may limit the capacity to promote individualised student learning in complex clinical environments. The objective of this review was to develop a comprehensive understanding of what is considered 'good' clinical supervision, within health student education. The literature provides many perspectives, so collation and interpretation were needed to aid development and understanding for all clinicians required to perform clinical supervision within their daily practice. METHOD A comprehensive thematic literature review was carried out, which included a variety of health disciplines and geographical environments. RESULTS Literature addressing 'good' clinical supervision consists primarily of descriptive qualitative research comprising mostly small studies that repeated descriptions of student and supervisor opinions of 'good' supervision. Synthesis and thematic analysis of the literature resulted in four 'competency' domains perceived to inform delivery of learning-focused or 'good' clinical supervision. Domains understood to promote student learning are co-dependent and include 'to partner', 'to nurture', 'to engage' and 'to facilitate meaning'. CONCLUSIONS Clinical supervision is a complex phenomenon and establishing a comprehensive understanding across health disciplines can influence the future health workforce. The learning-focused clinical supervision domains presented here provide an alternative perspective of clinical supervision of health students. This paper is the first step in establishing a more comprehensive understanding of learning-focused clinical supervision, which may lead to development of competencies for clinical supervision.
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Affiliation(s)
- Leeanne Pront
- School of Nursing & Midwifery, Flinders University, Adelaide, SA, Australia
| | - David Gillham
- School of Nursing & Midwifery, Flinders University, Adelaide, SA, Australia
| | - Lambert W T Schuwirth
- School of Medicine, Flinders University, Adelaide, SA, Australia
- Maastricht University, Maastricht, The Netherlands
- Chang Gung University, Taipei, Taiwan
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Stacey G, Pollock K, Crawford P. The rules of the game in graduate entry nursing: A longitudinal case study. NURSE EDUCATION TODAY 2016; 36:184-189. [PMID: 26490324 DOI: 10.1016/j.nedt.2015.09.016] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/16/2015] [Revised: 07/27/2015] [Accepted: 09/28/2015] [Indexed: 06/05/2023]
Abstract
BACKGROUND Graduate Entry Nursing programmes are pre-registration nursing curricula designed for candidates who already have a health related degree. The programmes aim to attract highly motivated individuals who have a commitment to nursing and hold the cognitive abilities associated with studying in higher education including critical thinking styles and capability to study independently. These attributes are termed within the literature as "graduateness". They are viewed by some as advantages to nursing. In contrast, however, there remains widespread scepticism amongst the public and some professionals towards those who are academically educated entering nursing. OBJECTIVES To explore how GEN students anticipate, experience, explain and respond to attitudes which imply resistance to those who are academically educated. DESIGN Longitudinal case study informed by the conventions advocated by Yin (2014). SETTINGS School of Health Sciences in a British University. PARTICIPANTS Eight GEN students participated over the two year duration of their programme. Twelve clinical assessors with a minimum of four months' experience of supporting GEN students in practice. METHODS Students took part in individual interviews at six monthly periods which were informed by the content of diaries maintained throughout their clinical placements. Clinical assessors took part in focus group discussions. Practice documentation was accessed to identify the progression of clinical competency along with written feedback received by students from clinical assessors. RESULTS Results demonstrate the ways in which GEN students position themselves performatively in order to pre-empt or challenge negative stereotypes relating to their competence, compassion and commitment. CONCLUSIONS Students employ a number of strategies to navigate the challenges of learning within an environment in which they are viewed with suspicion and distrust.
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Phillips H, Fuller PD, May JR, Johnston S, Pettit NN. Conflict resolution strategies between preceptor and resident—A case-based scenario. Am J Health Syst Pharm 2014; 71:184-6. [DOI: 10.2146/ajhp120679] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022] Open
Affiliation(s)
| | | | | | - Susan Johnston
- University of Wisconsin Hospital and Clinics Madison, WI
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McClure E, Black L. The role of the clinical preceptor: an integrative literature review. J Nurs Educ 2013; 52:335-41. [PMID: 23621122 DOI: 10.3928/01484834-20130430-02] [Citation(s) in RCA: 65] [Impact Index Per Article: 5.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/14/2012] [Accepted: 01/23/2013] [Indexed: 11/20/2022]
Abstract
The clinical learning environment has been identified as being central to nursing education. The clinical learning environment provides undergraduate nursing students with the opportunity to combine cognitive knowledge with the development of psychomotor and affective nursing skills. The preceptor role in undergraduate nursing education is complex and multifaceted. Undergraduate nursing students identify preceptors as key to their learning in the clinical setting; however, staff nurse preceptors often feel unprepared to serve in this role. This integrative literature review explores the role of the staff nurse preceptor through the perspective of undergraduate nursing students, nursing faculty, and staff nurses who are assigned to precept students as a function of their nursing role. Recommendations are made to facilitate the preparation of clinical preceptors to fulfill this essential role in preparing nursing students for clinical practice.
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Affiliation(s)
- Emily McClure
- Critical Care Units, Renown Regional Medical Center, Reno, NV, USA
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Pront L, Kelton M, Munt R, Hutton A. Living and learning in a rural environment: a nursing student perspective. NURSE EDUCATION TODAY 2013; 33:281-285. [PMID: 22732124 DOI: 10.1016/j.nedt.2012.05.026] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/02/2012] [Revised: 05/20/2012] [Accepted: 05/24/2012] [Indexed: 06/01/2023]
Abstract
UNLABELLED This study investigates the influences on nursing student learning who live and learn in the same rural environment. BACKGROUND A declining health workforce has been identified both globally and in Australia, the effects of which have become significantly apparent in the rural nursing sector. In support of rural educational programs the literature portrays rural clinical practice experiences as significant to student learning. However, there is little available research on what influences learning for the nursing student who studies in their own rural community. RESEARCH AIMS AND DESIGN The aim of this study was to understand what influences student learning in the rural clinical environment. Through a multiple case study design five nursing students and two clinical preceptors from a rural clinical venue were interviewed. The interviews were transcribed and thematically analysed to identify factors that influenced student learning outcomes. RESEARCH FINDINGS The most significant influence on nursing student learning in the rural clinical environment was found to include the environment itself, the complex relationships unique to living and studying in a rural community along with the capacity to link theory to practice. The rural environment influences those in it, the demands placed on them, the relationships they form, the ability to promote learning and the time to teach and learn.
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Affiliation(s)
- Leeanne Pront
- School of Nursing and Midwifery, Flinders University, Renmark, SA 5341, Australia.
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Epstein I, Carlin K. Ethical concerns in the student/preceptor relationship: a need for change. NURSE EDUCATION TODAY 2012; 32:897-902. [PMID: 22503294 DOI: 10.1016/j.nedt.2012.03.009] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/22/2011] [Revised: 02/22/2012] [Accepted: 03/16/2012] [Indexed: 05/31/2023]
Abstract
Nursing schools are required to ensure that the clinical and academic milieu prepares nurses not only to recognize but also to act on various ethical issues. As a result of our years teaching nursing ethics to undergraduate nursing students we have come to believe there is a disconnect between classroom teaching and students' experiences in practice. How then can nurse educators help nursing students not only to see the ethical components of their work but also to take the necessary steps to solve ethical dilemmas and challenge unethical practice? One such strategy is the use of preceptorship. In this paper, we set out to learn about nursing students' ethical encounters in the clinical area, specifically those within the preceptor/student relationship. To this end we conducted an integrative review and are weaving in Gesler's (1992) concepts who argued that ethical issues play out in our physical and social environments. We identified nine articles that describe students' perceptions of ethical problems in their relationships with preceptors. However, it was rare for the authors of these articles to label these as 'ethical' issues. The integrative review revealed first, that students describe ethical issues in their narratives, and second, their most common response to these issues is silence. We continue to be concerned that nursing students' classroom learning of ethics is disconnected from their everyday nursing practice. Further research and education implications are discussed and explored in this paper.
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Affiliation(s)
- Iris Epstein
- George Brown College School of Nursing, 200 King St. East, Toronto, Ontario, Canada M5A 3W8.
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Foley V, Myrick F, Yonge O. Generational clashpoints in nursing preceptorship. J Nurs Educ 2012; 51:556-62. [PMID: 22909041 DOI: 10.3928/01484834-20120820-04] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/15/2012] [Accepted: 05/30/2012] [Indexed: 11/20/2022]
Abstract
The success of the preceptorship approach to teaching-learning depends on the formation of positive working relationships. Preceptors and nursing students are frequently of different generations and often have differing world-views. A phenomenological study, guided by van Manen's approach, was conducted to develop an understanding of how generational differences influence the formation of the preceptor-student relationship and the overall success of the experience. Three main themes were revealed: being affirmed, being challenged, and being on a pedagogical journey. A key subtheme of being challenged was colliding generational worldviews; in this article, our purpose is to explore this particular subtheme. The data suggest that generational clashpoints are occurring during preceptorship experiences, and the implications of these are serious, particularly from a nursing recruitment and retention perspective. It is vital that proactive measures be taken to inspire the future generation of nurses, rather than stifling their spirit and assertiveness.
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Affiliation(s)
- Vicki Foley
- University of Prince Edward island, Charlottetown, Prince Edward Island, Canada.
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Duteau J. Making a difference: the value of preceptorship programs in nursing education. J Contin Educ Nurs 2011; 43:37-43. [PMID: 21688761 DOI: 10.3928/00220124-20110615-01] [Citation(s) in RCA: 28] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/14/2010] [Accepted: 05/12/2011] [Indexed: 11/20/2022]
Abstract
The benefits of clinical nursing experience in nursing education cannot be overemphasized. Literature has shown that proficient clinical nursing education enhances nursing practice through the development of professional growth with opportunities for the application of theoretical knowledge. Clinical preceptorship has been shown to be an effective method in the development of professional nurses through clinical education. The role of a clinical nursing preceptor is complex and not necessarily applicable to all nurses. Understanding the clinical environment, comprehending individual learning styles, and dealing effectively with conflict are skills that an effective preceptor needs to acquire before participating in the role. This article describes the origin of the preceptor role in clinical nursing education and discusses how the role can be enhanced through a proficient and well-planned preceptorship education program.
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Affiliation(s)
- Jennifer Duteau
- Humber River Regional Hospital Nephrology Program, Weston, Ontario, Canada.
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Abstract
This article discusses research on horizontal violence in nursing, focusing on the cycle of horizontal violence within nursing education and how it impacts the socialization of newly graduated nurses. Michel Foucault's (1969,1980) work is used to provide a framework for understanding the socialization of nurses and for addressing horizontal violence experienced by nursing students, to help them prepare for the work environment.
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Tan K, Feuz C, Bolderston A, Palmer C. A Literature Review of Preceptorship: A Model for the Medical Radiation Sciences? J Med Imaging Radiat Sci 2011; 42:15-20. [PMID: 31051794 DOI: 10.1016/j.jmir.2010.08.004] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/16/2010] [Revised: 08/13/2010] [Accepted: 08/16/2010] [Indexed: 11/19/2022]
Abstract
Preceptorship is a time-limited, education-focused model for teaching and learning within a clinical environment that uses clinical staff as role models. Its primary goal is to assist new staff and students to adapt to their roles, develop clinical skills and socialize the novice to a department or institution. It has been widely used within the allied health professions; however, very little is known of its practice within the medical radiation sciences. The purpose of this paper was to review the literature available regarding the practice of preceptorship within the medical radiation sciences as well as provide a general overview of the key components to consider in any application of preceptorship. Key findings have been categorized into the following components: evolving definitions of preceptorship, purpose of preceptorship, benefits, roles within preceptorship, qualities of a good preceptor, drawbacks, structured and self-directed preceptorship programs.
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Affiliation(s)
- Kieng Tan
- Radiation Medicine Program, Princess Margaret Hospital, Toronto; University of Toronto, Department of Radiation Oncology, Toronto
| | - Carina Feuz
- Radiation Medicine Program, Princess Margaret Hospital, Toronto
| | - Amanda Bolderston
- Radiation Medicine Program, Princess Margaret Hospital, Toronto; University of Toronto, Department of Radiation Oncology, Toronto
| | - Cathyrne Palmer
- Radiation Medicine Program, Princess Margaret Hospital, Toronto; University of Toronto, Department of Radiation Oncology, Toronto
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Cubit KA, Ryan B. Tailoring a graduate nurse program to meet the needs of our next generation nurses. NURSE EDUCATION TODAY 2011; 31:65-71. [PMID: 20417996 DOI: 10.1016/j.nedt.2010.03.017] [Citation(s) in RCA: 52] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/22/2009] [Revised: 02/11/2010] [Accepted: 03/17/2010] [Indexed: 05/29/2023]
Abstract
Graduate Nurse (GN) transition into clinical practice is recognised by nursing academics and clinicians alike as being problematic on a number of levels, particularly around GN support. The general consensus is that Graduate Nurse Programs (GNP) provided by health care organisations are the most effective strategy for providing support to GN during their first 12months in clinical practice. This study reports on the redevelopment of an existing GNP in response to GN feedback. The new GNP incorporated specific strategies to meet the needs of the newest cohort of Graduate Nurses - Generation Y. Evaluation of the new GNP was undertaken through on-line surveys and two focus groups. The findings confirmed that GNs continue to experience stress and anxiety during their first year, but this can be mitigated by participation in a formal GNP which has a strong focus on support and socialisation. Further, by directing attention toward meeting some of the more specific needs of Generation Y GNs the retention of this valuable resource can be increased. In 2009, the retention of GN for the 12months following completion of the GDP was 88% compared to 64% in 2008.
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Affiliation(s)
- Katrina A Cubit
- Calvary Health Care ACT, P.O.Box 254, Jamison 2614, Australia.
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Preceptors' Perceptions of a New Evaluation Tool Used During Nursing Orientation. ACTA ACUST UNITED AC 2010; 26:116-22. [DOI: 10.1097/nnd.0b013e31819aa116] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
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Barnett T, Cross M, Shahwan-Akl L, Jacob E. The evaluation of a successful collaborative education model to expand student clinical placements. Nurse Educ Pract 2010; 10:17-21. [DOI: 10.1016/j.nepr.2009.01.018] [Citation(s) in RCA: 33] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/08/2008] [Revised: 12/19/2008] [Accepted: 01/25/2009] [Indexed: 10/21/2022]
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Forneris SG, Peden-McAlpine C. Creating context for critical thinking in practice: the role of the preceptor. J Adv Nurs 2009; 65:1715-24. [DOI: 10.1111/j.1365-2648.2009.05031.x] [Citation(s) in RCA: 47] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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Callaghan D, Watts WE, McCullough DL, Moreau JT, Little MA, Gamroth LM, Durnford KL. The experience of two practice education models: Collaborative learning unit and preceptorship. Nurse Educ Pract 2009; 9:244-52. [DOI: 10.1016/j.nepr.2008.08.010] [Citation(s) in RCA: 26] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/30/2007] [Revised: 07/24/2008] [Accepted: 08/24/2008] [Indexed: 11/16/2022]
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Kantek F, Gezer N. Conflict in schools: student nurses' conflict management styles. NURSE EDUCATION TODAY 2009; 29:100-107. [PMID: 18783853 DOI: 10.1016/j.nedt.2008.07.007] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/03/2008] [Revised: 07/14/2008] [Accepted: 07/26/2008] [Indexed: 05/26/2023]
Abstract
BACKGROUND Unless conflicts between the students and the instructors can be successfully managed, they will certainly result in negative outcomes for the students. The conflict management styles of the students should be recognized in detail in order to attain positive outcomes in regard to the conflict management styles. AIM The purpose of this study was to examine the conflict management styles used by nursing students in conflict with faculty members and the differences in use of style from the aspect of some variables. METHODS This study was conducted with 151 students in a public university nursing school. Data were collected using a personal information form and the Rahim Organizational Conflict Inventory II (ROCI II). The data were analyzed using descriptive statistics, ANOVA, Tukey test, Kruskal Wallis test, Mann-Whitney U test and Cronbach alpha coefficient analyses. FINDINGS The students were found to use integrating (X=3.82) and obliging (X=3.81) styles the most, and dominating style (X=3.02) the least. In addition there were differences determined in management style between classes, frequency of experiencing conflict, and feeling of success in the conflict (p<0.05). It was determined that the integrating and obliging styles were used more by those who evaluated themselves as successful in conflict management, but the avoiding and compromising styles were used more by students who evaluated themselves as unsuccessful. CONCLUSIONS It was determined that the students preferred to use styles that produced positive results in conflict resolution and that the frequency of experiencing conflict and the feeling of success in conflict had an effect on choice of style. It will be helpful to analyze the relationship between the causes of conflict between the student and the instructor in the practice field and the uses of conflict management styles.
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Affiliation(s)
- Filiz Kantek
- Antalya School of Health, Department of Nursing Management, Akdeniz University, Antalya, Turkey.
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Budgen C, Gamroth L. An overview of practice education models. NURSE EDUCATION TODAY 2008; 28:273-83. [PMID: 17629596 DOI: 10.1016/j.nedt.2007.05.005] [Citation(s) in RCA: 75] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/19/2007] [Accepted: 05/19/2007] [Indexed: 05/16/2023]
Abstract
Educating nursing students for entry level practice in complex health care settings is a concern in Canada and many other countries. National groups have called for improved practice education to better prepare students for actual practice. The purposes of this paper are identification and critical analysis of current practice education models. Ten basic model types were identified in the literature: faculty-supervised practicum, preceptorship, education unit, joint appointment, secondment, affiliate position, internship, co-operative education, work-study and undergraduate nurse employment. Key features, benefits and limitations of each model are discussed. Emerging developments in practice education are increased inter-professional and community-based practice education, and new partnerships among academic and practice organizations. These developments are intended to alleviate model limitations, ease pressures from organizational contexts and respond to large integrated health care systems. Evidence-based research for practice education is beginning to be apparent. Further research is needed that compares models and examines learning, patient care outcomes and costs.
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Affiliation(s)
- Claire Budgen
- University of British Columbia Okanagan, 3333 University Way, Kelowna, BC, Canada V1V1V7.
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The Impact of Student-Clinical Instructor Fit and Student-Organization Fit on Physical Therapist Clinical Education Experience Outcomes. ACTA ACUST UNITED AC 2008. [DOI: 10.1097/00001416-200801000-00009] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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Clinical Competence Among Senior Nursing Students After Their Preceptorship Experiences. J Prof Nurs 2007; 23:369-75. [DOI: 10.1016/j.profnurs.2007.01.019] [Citation(s) in RCA: 51] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/29/2006] [Indexed: 11/21/2022]
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Willett RM, Lawson SR, Gary JS, Kancitis IA. Medical student evaluation of faculty in student-preceptor pairs. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2007; 82:S30-3. [PMID: 17895684 DOI: 10.1097/acm.0b013e318141f575] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/17/2023]
Abstract
BACKGROUND Students' willingness to provide candid feedback about faculty in student-preceptor pairs is unknown. Strategies addressing this in U.S. medical schools have not been reported. This study describes student comfort in evaluating preceptors and how medical schools obtain/use evaluations of preceptors. METHOD First- and second-year medical students at Virginia Commonwealth University completed a survey at midyear and year end. A Web-based survey of U.S. medical schools was conducted. RESULTS Two hundred eighty-two (78%) students and 84 (70%) medical schools responded. Most students felt comfortable providing feedback to program faculty (95%), whereas fewer felt comfortable with the preceptor (77%). Students commented on both the importance and awkwardness of giving feedback. Approximately 75% of medical schools agreed that lack of anonymity limits student candor on preceptorship evaluations. CONCLUSIONS Understanding the impact of one-to-one ratio on student evaluations of faculty may enable programs to develop more effective evaluation strategies.
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Affiliation(s)
- Rita M Willett
- Virginia Commonwealth University School of Medicine, Department of Internal Medicine, 1200 East Broad Street, Box 980311, Richmond, VA 23298-9311, USA.
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An evaluation of a strategy to improve the support of orthopaedic nurses through a team preceptorship programme. ACTA ACUST UNITED AC 2007. [DOI: 10.1016/j.joon.2007.02.002] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022]
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Fraser DM. Improving learning in hospital labour suites: an ethnographic approach to educational audit. ACTA ACUST UNITED AC 2006. [DOI: 10.1111/j.1473-6861.2006.00133.x] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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Andrews GJ, Brodie DA, Andrews JP, Hillan E, Gail Thomas B, Wong J, Rixon L. Professional roles and communications in clinical placements: A qualitative study of nursing students’ perceptions and some models for practice. Int J Nurs Stud 2006; 43:861-74. [PMID: 16380124 DOI: 10.1016/j.ijnurstu.2005.11.008] [Citation(s) in RCA: 111] [Impact Index Per Article: 6.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/16/2005] [Revised: 09/13/2005] [Accepted: 11/03/2005] [Indexed: 10/25/2022]
Abstract
BACKGROUND Research evidence suggests that clinical placements are important to both the perceptions and outcomes of nurse education. Nevertheless, despite this knowledge, research also indicates that many students receive negative experiences whilst attending these 'remote' settings, sometimes resulting in missed opportunities for learning and negative impressions of potential places of employment. OBJECTIVE In this context, this study investigates the experiences and perceptions of students relating to their clinical placements and, in particular, their views on professional structuring. Specifically it addresses the roles of, and communications between, the key academics, clinical professionals and institutions responsible for their organization. METHODS Focus group discussions with students (n=7) and an interview survey of ex-students (n=30) each from two British universities in Southeast England. FINDINGS The research highlights the diverse experiences that student receive on clinical placements, as well as their own suggestions for improvements. Student informed models of worst, minimum, current and best practice are then presented, as well as a cross-setting evaluation feedback model. These highlight responsibilities and communications across health professionals and educational sites. The models include an emphasis on the roles of ward managers, mentors, link tutors and more generally on shared but clearly delineated institutional responsibility for quality assurance mechanisms. They offer the opportunity to improve educational practice in clinically-based education and concurrently to improve student experiences and outcomes. CONCLUSIONS Clinical placements are designed to provide practical learning through a 'slice of practice life'. However, it is necessary to maximize this learning experience. Placements certainly need not be the worst slice.
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MESH Headings
- Attitude of Health Personnel
- Benchmarking
- Clinical Competence
- Communication
- Cooperative Behavior
- Education, Nursing, Baccalaureate/organization & administration
- England
- Faculty, Nursing
- Focus Groups
- Health Knowledge, Attitudes, Practice
- Health Services Needs and Demand
- Humans
- Interinstitutional Relations
- Interprofessional Relations
- Mentors/psychology
- Models, Educational
- Models, Nursing
- Models, Psychological
- Nurse's Role/psychology
- Nursing Education Research
- Nursing Methodology Research
- Nursing Staff, Hospital/psychology
- Qualitative Research
- Students, Nursing/psychology
- Surveys and Questionnaires
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Affiliation(s)
- Gavin J Andrews
- Faculty of Nursing, University of Toronto, 50 St. George Street, Toronto, Ont., Canada M5S3H4.
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Abstract
This article explores the challenges in evaluating student performance in preceptorships based on data collected during academic years 1999-2002, which revealed an unusually large number of high grades and relatively few average grades. Multiple perspectives are explored, including preceptor issues of selection, orientation, recognition, role conflict, and experience with giving grades; faculty issues of role confusion and unclear expectations for student performance; and environmental issues of lack of control of the learning environment and differences in the values of education and workplace. Solutions are proposed, including an orientation for preceptors and faculty, ongoing faculty mentoring of preceptors, official preceptor recognition, clear articulation of expectations for student performance and faculty site visits, and creation of grading rubrics for various aspects of the course to be used by preceptors, faculty, and students.
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Burns C, Beauchesne M, Ryan-Krause P, Sawin K. Mastering the preceptor role: challenges of clinical teaching. J Pediatr Health Care 2006; 20:172-83. [PMID: 16675378 DOI: 10.1016/j.pedhc.2005.10.012] [Citation(s) in RCA: 66] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 10/03/2005] [Indexed: 11/17/2022]
Abstract
This article aims to help both experienced and new preceptors become more effective teachers while maintaining their clinical workloads. A variety of strategies is essential to increase teaching effectiveness and decrease stress for the busy preceptor who juggles the roles of teacher and clinician. The article will begin with a review of role expectations and role strain factors for student, faculty, and preceptor. Principles of clinical teaching will be identified, followed by some strategies for teaching on busy days and concluding with suggestions for dealing with difficult students.
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Cowin LS, Hengstberger-Sims C. New graduate nurse self-concept and retention: A longitudinal survey. Int J Nurs Stud 2006; 43:59-70. [PMID: 15885692 DOI: 10.1016/j.ijnurstu.2005.03.004] [Citation(s) in RCA: 114] [Impact Index Per Article: 6.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/21/2004] [Revised: 02/25/2005] [Accepted: 03/10/2005] [Indexed: 11/29/2022]
Abstract
Graduate nurse attrition is an increasing phenomenon within a world of decreasing nursing numbers. The newly developed nursing self-concept of the graduate nurse may provide a key indicator for predicting graduate retention. This study explores the development of multiple dimensions of nursing self-concept and examines their relationship to graduate nurse retention plans. A descriptive survey design with repeated measures was utilised to assess nurse self-concept and retention plans. The key findings suggest that multiple dimensions of graduate nurse self-concepts rise significantly in the second half of their graduate year and that nurse general self-concept is a strong predictor of graduate nurse retention. The implications of this study are that monitoring of self-concept throughout the transitional period for new nurses can lead to early detection and appropriate intervention strategies thereby improving retention rates for new nurses.
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Affiliation(s)
- Leanne S Cowin
- School of Nursing, Family and Community Health, University of Western Sydney, Locked Bag 1797, Penrith South DC, NSW 1797, Australia.
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Andrews GJ, Brodie DA, Andrews JP, Wong J, Thomas BG. Place(ment) matters: students' clinical experiences and their preferences for first employers. Int Nurs Rev 2005; 52:142-53. [PMID: 15842327 DOI: 10.1111/j.1466-7657.2005.00262.x] [Citation(s) in RCA: 76] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
BACKGROUND Although a significant volume of nursing research has focused on students' experiences of clinical placements, to date, none has considered these experiences in the context of workforce recruitment and specifically how they may impact upon preferences for working for health care providers. METHODS In this context, the research used a place-sensitive geographical perspective and a combined questionnaire (n = 650), interview (n = 30) and focus group (n = 7) method to collect data on the complex range of clinical experiences which together impact upon the perceived attractiveness of different health care settings. FINDINGS The data identified a range of experiential factors associated with mentorship, ward management, learning opportunities and racism. An important finding was that although students' experiences are obtained at the micro ward level, even if they may not necessarily reflect what happens throughout the hospital, they potentially impact, both positively and negatively, upon their broader perceptions of the hospital and the likelihood of seeking work there. IMPLICATIONS The study highlighted a variety of issues that should be addressed by both higher education institutions and hospitals so that they may be able to provide a more consistent and positive experience for students. In the longer term, this may pay dividends through increased recruitment of new graduates.
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Affiliation(s)
- G J Andrews
- Faculty of Nursing, University of Toronto, Toronto, Ontario, Canada.
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Hogard E, Ellis R, Ellis J, Barker C. Using a communication audit to improve communication on clinical placement in pre-registration nursing. NURSE EDUCATION TODAY 2005; 25:119-125. [PMID: 15701537 DOI: 10.1016/j.nedt.2004.10.006] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/02/2004] [Accepted: 10/18/2004] [Indexed: 05/24/2023]
Abstract
This article describes a novel communication audit conducted with those concerned with the practice placements of pre-registration Nursing students. The study, uniquely, addressed all who were involved in communication concerning placement in what is described as an organisational analysis. The aim of the audit was to identify levels of satisfaction and dissatisfaction with present communication processes and to identify points for improvement. The audit used the Hogard-Barker Communication Audit of Practice a customized version of a well established tool, devised to cover issues relevant to practice placements. A key feature of the tool is the opportunity for participants to identify the amount of communication they are receiving on particular topics and issues against the amount they would like to receive. Participants in the audit included students, assessor mentors, ward managers, clinical facilitators and link tutors. Overall there was considerable dissatisfaction with what was perceived to be the insufficient amount of communication received on a number of topics including allocations, the curriculum, students' learning outcomes and commitments in terms of college work. In addition to identifying points for improvement the audit provides a baseline against which progress can be assessed through a future audit.
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Affiliation(s)
- Elaine Hogard
- Social and Health Evaluation Unit, School of Health and Social Care, University College Chester, Parkgate Road, Chester CH1 4BJ, UK.
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